Exploring the acceptability of innovative technology: A pilot study using LENA with parents of young deaf children in the UK

Imran Mulla,Paul Crawford,Sarah Allen

doi:10.1177/0265659016671168

Abstract

Early intervention is widely recommended for children at risk of difficulties with speech, language and communication. Evidence for effective practice remains limited due in part to inherent difficulties in defining complex interventions and measuring change. The innovative Language Environment Analysis (LENA) system has exciting potential for early intervention and for evaluating outcomes. LENA is used widely in the USA; however, there is little to guide the introduction of this new technology in the UK. Successful implementation of new technology is predicted by its perceived acceptability and usefulness. This qualitative pilot study aimed to explore the acceptability of LENA for UK families with a young deaf child. Four families used LENA to record for one day. They received and discussed LENA feedback reports with a specialist speech and language therapist. Using qualitative methodology with a pragmatic epistemology, semi-structured interviews were conducted and the data explored using thematic analysis. Three families were positive about using LENA; they identified benefits of the feedback, suggested important factors for future use and would recommend it to other families. One family chose not to complete the recording. Key to acceptability is parental understanding of LENA’s purpose and the need for a trusted professional to facilitate interpretation and change. LENA is acceptable for some UK families with a young deaf child suggesting there is potential for successful implementation. Further study to explore LENA’s usefulness is recommended.

Highlights

Hearing is essential for the development of spoken language; permanent hearing loss affects about 900 children born each year in the UK and has long-term implications, for speech, language and communication, and for social interaction, educational attainment, employment opportunities and quality of life (Davis et al, 1997; Stacey et al, 2006)
The introduction of the universal Newborn Hearing Screening programme has made early diagnosis routine and most babies are diagnosed and aided within a few weeks of life (NHS Newborn Hearing Screening Programme, 2016). Support services, such as Speech and Language Therapists (SLTs) and Teachers of the Deaf (ToDs) have the opportunity to become involved during this time of important developmental change to influence outcomes for the child
III Results During the focus group, all the participants expressed a high level of interest in using Language Environment Analysis (LENA); whilst this may be anticipated as a first response to the exciting technology, for most of these parents the interest was maintained after having hands-on experience, suggesting that they perceived LENA as acceptable

Summary

Introduction

Hearing is essential for the development of spoken language; permanent hearing loss (defined as an average of more than 40 dB HL over 0.5, 1, 2 and 4 kHz) affects about 900 children born each year in the UK and has long-term implications, for speech, language and communication, and for social interaction, educational attainment, employment opportunities and quality of life (Davis et al, 1997; Stacey et al, 2006). The introduction of the universal Newborn Hearing Screening programme has made early diagnosis routine and most babies are diagnosed and aided within a few weeks of life (NHS Newborn Hearing Screening Programme, 2016) Support services, such as Speech and Language Therapists (SLTs) and Teachers of the Deaf (ToDs) have the opportunity to become involved during this time of important developmental change to influence outcomes for the child. Several other key factors are widely held to be important and form the basis of many early communication interventions They include Achieving adequate audibility: hearing loss may be diagnosed early, achieving optimal hearing for speech is still not straightforward. For many children with hearing loss reduced responsiveness as well as poor linguistic ability can create conversational breakdown, which reduces both adult-child interaction and the quantity of linguistic input (Van Dam et al, 2012)

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Discussion

Conclusion